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Effective Principals Perceptions Of Superintendents Instructional Leadership Beliefs Knowledge And Practices
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Book Synopsis Effective Principals’ Perceptions of Superintendents’ Instructional Leadership Beliefs, Knowledge, and Practices by : Rona Samone Simmons
Download or read book Effective Principals’ Perceptions of Superintendents’ Instructional Leadership Beliefs, Knowledge, and Practices written by Rona Samone Simmons and published by . This book was released on 2017 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses a qualitative methodology to examine effective principal’s perceptions of the instructional leadership beliefs, knowledge, and practices of superintendents and how they impact student achievement and influence principal’s instructional leadership. The study was set in a large, urban school district. Six principals who met the selection criteria as highly effective were chosen as study participants. As the instructional leaders of their schools and subordinates to the superintendent, principals are uniquely positioned to provide valuable insight on their perceptions of superintendents as instructional leaders. The study answered the following research questions: How do effective principals in large, urban school districts in Texas, (1) describe instructional leadership beliefs, knowledge, and practices of superintendents? (2) perceive the impact of their superintendent’s instructional leadership beliefs, knowledge, and practices on student achievement? (3) describe how superintendent’s beliefs, knowledge, and practices as an instructional leader influence their own beliefs, knowledge, and practices as it relates to instructional leadership? (4) make sense of the instructional leadership beliefs, knowledge, and practices of their superintendent? Findings from this study may be used to provide greater clarity to superintendents and school boards members, regarding the role of the superintendent as an instructional leader and the specific beliefs, knowledge, and practices positively impacting student achievement and influencing principal’s instructional leadership.
Book Synopsis The Superintendent as Instructional Leader Exploring Teachers' Values and Perceptions of the Role by : William T. Crankshaw
Download or read book The Superintendent as Instructional Leader Exploring Teachers' Values and Perceptions of the Role written by William T. Crankshaw and published by . This book was released on 2011 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Superintendents play an important role in the achievement of students. Specific instructional leadership behaviors of superintendents and how they are perceived by teachers have received little attention through research on the topic until recently. The focus of this study was to explore teachers' perceptions of the instructional leadership role of the superintendent, and how their beliefs and values about instructional leadership behaviors of the superintendent affect those perceptions. This study also sought to find how teachers' perceptions of the instructional leadership practices of their superintendent may be affected by their own particular experiential factors, such as experience level teaching discipline and school level. Data for this quantitative study was gathered using a three-part survey, which was completed by teachers from seven component school districts of an upstate Board of Cooperative Educational Services (BOCES) regional district. Instructional leadership behaviors of the superintendent were based on Smith and Andrews' (1989) model, within which four constructs of instructional leadership were used to define the superintendent as an instructional resource, resource provider, communicator, and visible presence. Findings showed a positive correlation between teachers' belief that instructional leadership is an important role of the superintendent and their willingness to work constructively with a superintendent who demonstrates instructional leadership practices. Teachers' level of experience and school level may also have a relationship with the combined variables of teachers' belief in the importance of instructional leadership and their willingness to work constructively with their superintendent in that role, although no statistical significance could be demonstrated.
Book Synopsis Instructional Leadership by : Wilma F. Smith
Download or read book Instructional Leadership written by Wilma F. Smith and published by . This book was released on 1989 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses four key qualities of instructional leaders: resource provider, instructional resource, communicator, and visible presence.
Book Synopsis District Leadership That Works by : Robert J. Marzano
Download or read book District Leadership That Works written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2009-11-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Book Synopsis The Dark Side of Educational Leadership by : Walter S. Polka
Download or read book The Dark Side of Educational Leadership written by Walter S. Polka and published by R&L Education. This book was released on 2008-12-16 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: A valuable resource to institutions of higher education and various state and national superintendent organizations and agencies, The Dark Side of Educational Leadership provides valuable insights into specific resiliency behaviors that contribute to superintendents' abilities to overcome the trauma associated with being a professional victim. Specifically illuminating those issues that contribute most often to the victimization of superintendents, well-researched chapters demonstrate strategies employed by superintendents to prevent similar issues from causing additional pain. Polka and Litchka identify resiliency factors of most significance to superintendents in dealing with the professional victim syndrome, helping superintendents to better prepare for the professional victim syndrome during their professional career.
Book Synopsis Perceptions of Small Rural District Principals on Their Superintendent's Effectiveness in Principal Leadership Development by : Timothy Lynn Bartram
Download or read book Perceptions of Small Rural District Principals on Their Superintendent's Effectiveness in Principal Leadership Development written by Timothy Lynn Bartram and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Empirical research has shown a relationship between the school principal's leadership ability as an instructional leader and student learning outcomes. It would be reasonable to assume that the school principal benefits greatly from his or her superintendent sharing his or her knowledge and experience. The purpose of this study was to examine the perceptions of a sample of rural West Texas principals and the frequency and extent to which their superintendent provides them effective professional development and advice on a professional level or setting. Furthermore, the study focused on passive-avoidant, transactional, and transformational leadership styles. This was a mixed-method study utilizing 50 quantitative questions and 7 open-ended qualitative questions. Findings indicate that the principals'' perceptions of their superintendent's leadership style were on average, positive. Research supports that the behavior and actions superintendents used were both transformational and transactional forms of leadership and more often than not encouraged growth and positive outcomes among principals. The principals' perceptions regarding the impact of their superintendent's leadership style(s) on their own professional growth was positive, with results indicating that many superintendents would support and encourage professional and personal growth even where resources were limited.
Book Synopsis Preparing Principals for a Changing World by : Linda Darling-Hammond
Download or read book Preparing Principals for a Changing World written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2009-11-04 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Book Synopsis Superintendent Perceptions of Effective School Leadership and Its Impact on School Culture at the High School Level by : Brandon S. Pardoe
Download or read book Superintendent Perceptions of Effective School Leadership and Its Impact on School Culture at the High School Level written by Brandon S. Pardoe and published by . This book was released on 2018 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated superintendent perceptions of effective principal leadership and its impact on school culture in high schools. The three research questions examined superintendents' perceptions on the components of a healthy high school culture, and the qualities that effective principals employ to directly impact the culture of their high schools in their school districts. Thirty-nine superintendents from across central and northeastern Pennsylvania participated in this study and completed the researcher developed online survey. Of those, five participated in a telephone interview with the researcher. The findings from the research revealed that superintendents perceive that effective principal leadership does influence the culture of high schools. The results from the study implicated identifiable qualities and strategies of principals that superintendents expect to enhance the school culture of high schools located in their school districts. These qualities and strategies include principal risk taking, continuous professional development, and the ability to communicate a clear vision and mission of the school. These findings may provide valuable information to superintendents and other school administrators to help inform decisions on how to effectively improve the culture of their high schools and improve student learning in their own school systems.
Book Synopsis Perceptions of Effective Secondary Principal Instructional Leadership Behaviors by Principals, Superintendents, and Board Presidents by : Edith Jane Martin
Download or read book Perceptions of Effective Secondary Principal Instructional Leadership Behaviors by Principals, Superintendents, and Board Presidents written by Edith Jane Martin and published by . This book was released on 1990 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School Leadership That Works by : Robert J. Marzano
Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Book Synopsis Principals' Perceptions on the Efficacy of Literacy Content Knowledge Professional Development for School Leaders and Their Implementation of Culturally Responsive Leadership by : Darlene A. Cameron
Download or read book Principals' Perceptions on the Efficacy of Literacy Content Knowledge Professional Development for School Leaders and Their Implementation of Culturally Responsive Leadership written by Darlene A. Cameron and published by . This book was released on 2020 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine principals' perceptions of the effectiveness of their professional development as instructional leaders and their implementation of culturally responsive leadership practices. The literature review in this study indicated there was limited research on principals' professional development in literacy content knowledge and their implementation of culturally responsive leadership. The researcher interviewed twelve elementary school principals. These interviews measured their attitudes and confidence in making school-based decisions that improve literacy and create a more culturally responsive environment. This study also identified their readiness level to engage in decision-making around best ways to be more self-critical, analyze equity data and develop culturally responsive teachers and curriculum to impact student achievement and decrease disproportionality. This study was conducted using grounded theories of effective culturally responsive leadership practices as described by Muhammad Khalifa (2018). This study will contribute to the limited knowledge about principals' literacy content knowledge and their implementation of culturally responsive leadership practices. This study concluded principals have not been provided with professional development on literacy content knowledge. This study also concluded principals are cognizant of what it means to be a culturally responsive leader, yet most have not implemented culturally responsive leadership practices in schools. It is recommended principals and participants in pre-service leadership programs receive professional development and courses, increasing their literacy content knowledge and understanding of culturally responsive leadership behaviors.
Book Synopsis Superintendents' and Principals' Perceptions of Leadership Effectiveness by : John R. Burns
Download or read book Superintendents' and Principals' Perceptions of Leadership Effectiveness written by John R. Burns and published by . This book was released on 1989 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School-based Leadership: an Investigation of Principals and Assistant Principals' Professional Development Needs to Accelerate English Language Learners' Academic Success and Achievement by : Sabrin Abedin
Download or read book School-based Leadership: an Investigation of Principals and Assistant Principals' Professional Development Needs to Accelerate English Language Learners' Academic Success and Achievement written by Sabrin Abedin and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the growing population of English Language Learners, there is a need to focus on ELL education from a new perspective as principals' school priorities and practices directly influence teacher priorities and practices (Dufour & Marzano, 2011; Walker et al., 2004). Elmore (2000) stated that "leadership is the guidance and direction of instructional improvement" (p. 13). Furthermore, school-based leaders' leadership is contingent on their ability to set high expectations for all, as their behaviors are true catalysts for change (McKinney, 2015). Recent research has delved into the support and professional development that teachers need to address the needs of MLS/ELLS. But one knows that no matter how much a teacher is supported externally through professional development, if school leaders do not support them internally, "change stalls and carnage grows" (Kotter, 2012, p. 68). Therefore, this grounded theory qualitative study investigated the professional development needs of school-based principals and assistant principals to accelerate ELLs' academic success and achievement. Examining what professional development is needed to accelerate ELL achievement was conducted by exploring school-based administrators' experiences, values, and beliefs through Russell Sage College's ZOOM platform. Using 12 semi- structured questions, an interview protocol was used to elicit responses and engage school-based leaders such as principals and assistant principals in New York State, New Jersey and Maryland who detailed how they perceived their role as instructional leaders for ELLs and how that differs from being an instructional leader for mainstream students. These school-based administrators also shared their specific roles as instructional leaders of ELLs, as well as the procedures and practices they have in place for their ELLs. Through exploring their reflections, school-based administrators contextualized the ELL-specific professional development topics that would help further support their instructional leadership for ELLs. This research was guided by the following questions:1. How do school-based administrators perceive their role as instructional leaders for ELLs within their school? 2. How do school-based administrators' perceptions of ELL mandates/policies contribute to the choices of programs, procedures, and practices they currently have in place? 3. How do school-based administrators navigate the meanings behind mandated ENL services to make sense of the core beliefs of their practice and leadership? 4. What professional development is necessary for school-based administrators to address their instructional supervisory needs for ELLs? This study identified several key findings, including the realization that although school-based leaders of ELLs perceived themselves as advocates of ELLs, they are not able to acquire the knowledge needed through ELL-specific professional development workshops to fulfill their roles as effective advocates for ELLs. This study has concluded that there is an immense lack of ELL-specific professional development workshops for school-based leaders that addresses their needs as ELL supervisors. The lack of ELL-specific professional development workshops hinders school-based administrators from knowing how to create the sense of urgency needed for all stakeholders in their school communities to have a shared sense of responsibility for ELLs as well as how to effectively support teachers of ELLs. Further, school-based leaders detailed professional development topics they would be interested in, acknowledging that they need support in areas such as supporting general education and ELL teachers with ELL pedagogy, specific look-fors for classroom observations, unpacking and understanding the ENL mandates/services and best practices, welcoming and affirming environments for ELLs, increasing parental involvement and engagement for ELL families, CRSE tools for administrators, trauma-informed professional development, understanding the basics of second language acquisition, and data literacy for ELL assessments. Hence, the researcher has created a grounded theory A.D.V.O.C.A.T.E framework for superintendents and school-based administrators to utilize as a reference tool to create a sense of urgency for targeted, intentional, and differentiated ELL-specific professional development workshops to meet the specific needs of school-based leaders of ELLs. Additionally, superintendents and school-based leaders of ELLs would be able to hold themselves accountable by evaluating their actions with fidelity so that these programs, procedures, and protocols for ELLs can be modified, adjusted, and corrected for continued ELL success.
Book Synopsis Seven Steps to Effective Instructional Leadership by : Elaine K. McEwan
Download or read book Seven Steps to Effective Instructional Leadership written by Elaine K. McEwan and published by Corwin Press. This book was released on 2002-08-20 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Updated Edition of Best Seller! "You won′t find a more practical, detailed guide to improving school effectiveness than is contained between the covers of this book!" Leonard O. Pellicer, Dean School of Education University of La Verne La Verne, CA "Few books on school leadership have effectively brought together the best of educational theory and practice for school administrators as Elaine McEwan′s Seven Steps to Instructional Leadership." Michael Pladus 1999 MetLife/NASSP National Principal of the Year Have the courage and the vision to lead your staff to achieve their highest instructional goals! Make a substantive impact on the lives of your students and your staff. This practical, hands-on guide can help you become a more effective instructional leader. Here are research-based activities to help you lead your staff though McEwans′s seven steps: Establish, implement, and achieve academic standards Be an instructional resource for your staff Create a learning-oriented school culture and climate Communicate your school′s vision and mission to staff and students Set high expectations for your staff and yourself Develop teacher leaders Develop and maintain positive relationships with students, staff, and parents Integrate these seven steps into your daily behavior. Chapters on each step include research data, discussion and advice from instructional leaders, and practical suggestions from dozens of leading principals that you can use right now in your own school. Use the Instructional Leadership Checklist to: Assess your current level of instructional leadership Find out how your staff thinks you′re doing Set goals for improving your instructional leadership practice Evaluate your progress toward your goals Attaining a new and higher level of instructional leadership will make a difference for each person in your school. Staff, students, and parents will get the message that all students matter. Everyone will start expecting that all students can learn, and your school will achieve its mission—improving education.
Book Synopsis Six Steps to Preparing Exemplary Principals and Superintendents by : John Hoyle
Download or read book Six Steps to Preparing Exemplary Principals and Superintendents written by John Hoyle and published by R&L Education. This book was released on 2010-04-16 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Six Steps to Preparing Exemplary Principals and Superintendents is the first book to inspire and guide professors and program administrator's proven ways to prepare exemplary principals and superintendents for schools. The authors review issues surrounding extreme criticism of leadership education and counter with positive new research and practices that clearly highlight successful programs that link preparation to on-the-job successes of graduates. The reader will find a step-by-step guide to selecting the best students, creating a pre- and post-assessment of student learning, a well-designed procedure to pretest and assure that all masters degree students actually acquire a strong knowledge base and score well on state licensure exams. The final step provides proven questionnaires to survey graduates of the masters or doctoral programs to gather valuable feedback for constant program improvement and relevance to the real world of schools.
Book Synopsis Qualities of Effective Principals by : James H. Stronge
Download or read book Qualities of Effective Principals written by James H. Stronge and published by ASCD. This book was released on 2008 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shows principals how to successfully balance the needs and priorities of their school and continuously develop and refine their leadership skils.
Book Synopsis The Principal as Instructional Leader by : Sally J. Zepeda
Download or read book The Principal as Instructional Leader written by Sally J. Zepeda and published by Routledge. This book was released on 2014-01-09 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
